MiSs Rs ArT RoOm

Apple Pie Drawings

Learning Targets

I can...

• Create an original Apple Pie Drawings using collage techniques learned in class
• Use shape variation (ellipse, square, rectangle), color combinations (primary, secondary, analogous), and texture (implied, actual, visual) inspired by American Patriotism
• Use drawing techniques (shading, blending, layering) and design principles (balance, composition, repetition) based on American Art
• Define Symbol (a solid recognizable thing that stands for something that would be hard to show in a picture)

Lesson One
Day One, Art Start

1. Jackson Pollock Apple Pie Recreation (2015) Robyn Lea 

2. Read Apples To Oregon by Deborah Hopkinson 

3. Discussion Questions "What do you know about American History involving Johnny Appleseed and the Oregon Trail? What are your favorite kinds of pies? What textures and colors do pies contain? Why do you think the artist choose this color for this image? What did Lois Ehlert's pie crust look like? Would you say this pie is a slice of American culture? What are some additional American traditions based on our country? Did you know Jackson Pollock made an award winning apple pie? How does apple pie address America's identity through imagery? How do symbols investigate the diverse experience of American life?"

Lesson Activities

1. Choose a 12 X 15 Drawing Paper

2. Use graphite pencil to drawing geometric shapes (ellipse, squares, rectangles) for the pie of the apple pie drawings

3. Use graphite pencil to draw perpendicular lines for the apple pie and parallel lines for the background (wallpaper, table) of the apple pie drawings 

Day Two, Art Start

1. Retrieve Apple Pie Drawings for Assigned Tables

2. Apple pie (2014) Morgan Weistling 

3. Discussion Questions  "How does this artwork show a hopeful moment in American History? How has the boundless American frontier been an important factor in shaping the country's identity? How does an apple pie symbolize the complex reality of American life? What kinds of communities have existed and continue to exist in the American city? What promises have enticed individuals and families to move from countryside to the city? What perils and opportunities engage the urban individual?"

Lesson Activities

1. Use oil pastels to fill in the positive space (apple pie, table cloth) with primary colors (red blue yellow) of the apple pie drawings

2. Use oil pastels to fill in the negative space (background, table, wallpaper) with secondary colors (green purple orange) of the apple pie drawings 

3. Add details (fork, napkins, flour) to the negative space (background, table, wallpaper) of the Apple Pie Drawings

Day Three, Art Start

1. Retrieve Apple Pie Drawings for Assigned Tables

2. Set Up Studio Area (oil pastels, erasers, pencils) 

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (apple pie, table cloth) of the apple pie drawings

2. Add shadows (cast shadow, reflective shadow) to the negative space (table, wallpaper) of the apple pie drawings

3. Add embellishments (glitter, ribbon, beads) to the details (table cloth, wallpaper, decorations) of the Apple Pie Drawings

Artist Examples

Student Examples

 Splattered Paintbrushes

Learning Targets

I can...

• Create an original Splattered Paintbrushes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), space (positive, negative), and texture (rough, smooth, thick, thin) inspired by American Painter (1912-1958) Jackson Pollock
• Use painting techniques (splattering, dripping, brushing) and design principles (movement, variety, unity) based on Abstract Expressionist Movement
• Define Splattering (a painting technique in which paint is flung, with the flick of a brush, onto the painting surface)

Lesson One
Day One, Art Start

1. Number 1 (Lavender Mist) (1950) Jackson Pollock

2. Action Jackson by Jan Greenberg & Sandra Jordan

3. Discussion Questions "What did Jackson Pollock use to splatter paint? What technique did Jackson Pollock use to create his paintings? What was unique about Jackson Pollock's method of painting? How do you splatter paint like Jackson Pollock? What was the first thing you noticed about this painting? What else caught your eye? After looking at this work for a while, close your eyes. What objects or shapes do you remember clearly? Why do you think you remembered what you did? Find a hidden idea in this artwork. What is it, and what clues helped you to find it? If you created a work of art with the same title, what would it look like? What would your secret be, and where would it be kept? What kinds of guardians would you include? What art movement is Jackson Pollock most closely associated with?"

Lesson Activities

1. Use graphite pencil to draw paintbrush types (round, flat, bright, filbert, fan, angle, detail round) for the positive space (foreground) of the paintbrush paintings

2. Use graphite pencil to draw in the negative space (background, shadows, table) of the paintbrush paintings

3. Use graphite pencil to add the details (metal handle, wooden handle, geometric shapes) of the paintbrush types (round, flat, bright, filbert, fan, angle, detail round) of the paintbrush paintings

Day Two, Art Start

1. Retrieve Splattered Paintbrushes for Assigned Table

2. Cathedral (1947) Jackson Pollock

3. Discussion Questions "What type of techniques do you think this artist used? How do you think he made those designs? Do you agree with critics who wonder whether or not Jackson Pollock was the best painter ever? What about Jackson Pollock's work made him controversial? How do you feel about Jackson Pollock's work? Do you consider him an artist? What does it mean for Pollock to have adopted independence instead of his former teacher's style? What was Jackson Pollock's approach to art? How did Jackson Pollock use unique materials in his artwork? Why? How do you see surrealism in Pollock's work? What was Pollock's work like in 1947? Why is this significant? How did this artist contribute to art?"

Lesson Activities

1. Add line types (horizontal, vertical diagonal) to the negative space (background, table, paintbrushes) of the paintbrush paintings

2. Add line types (horizontal, vertical, diagonal) to the positive space (paintbrushes) of the paintbrush paintings

3. Add line types (horizontal, vertical, diagonal) to the positive space (paintbrushes) of the Splattered Paintbrushes

Day Three, Art Start

1. Retrieve Splattered Paintbrushes for Assigned Table

2. Set Up Studio Area (paintbrushes, tempera paint, water bucket)

Lesson Activities

1. Use rainbow order colors (red orange yellow green blue purple) to paint the negative space (background table paintbrushes) of the paintbrush paintings 

2. Use rainbow order colors (red orange yellow green blue purple) to paint the positive space (paintbrushes) of the paintbrush paintings

3. Use neutral colors (black brown grey) to paint the negative space (shadows, highlights) of the Splattered Paintbrushes

Artist Examples

Student Examples

 

Action Jackson Paintings

Learning Targets

I can...

• Create an Action Jackson Painting using painting techniques learned in class
• Use line variation (dotted, curved, straight), amorphous shapes (cloud, dust, ellipse), and color (monochromatic, gradation) inspired by American Abstract Expressionist Painter (1912-1956) Jackson Pollock
• Use painting techniques (dripping, splattering, splashing) and design principles (movement, emphasis, rhythm) based on Abstract Expressionism
• Define Action Painting (splashing, throwing, or pouring of paint onto a canvas)

Lesson One
Day One, Art Start 

1. One: Number 31 (1950) Jackson Pollock
2. Read Action Jackson by Jan Greenberg & Sandra Jordan
3. Discussion Questions "The dashed lines are lines in the road. The curved lines are like curvy roads. The dotted lines remind us of how we use the glue in the art room. The zigzag line is like a lighting bolt and the straight line is like a rigid robot. What type of emotions might connect to these lines? Why do you think he would abandon this artwork when he became famous for it? How do you think his personal experiences influences his paintings?"

Lesson Activities

1. Choose 18" by 24" Painting Paper
2. Use monochromatic colors (light blue, blue, dark blue) to fill in the positive space
3. Use tints (white, grey, black) to lighten or darken the positive space

Reminder:

• Initials & Home Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Action Jackson Paintings for Assigned Table
2. Number 5 (1948) Jackson Pollock

Lesson Activities

1. Use monochromatic colors (light green, green, dark green) to fill in the negative space
2. Use tints (white, grey, black) to lighten or darken the negative space
3. Use texture tools (comb, plate, stamps) to add details to Action Jackson Paintings

Day Three, Art Start

1. Retrieve Action Jackson Paintings for Assigned Table
2. Set Up Studio Area (paint buckets, sticks, rollers)

Lesson Activities 

1. Use texture tools (combs, plate, stamps) to add details to paintings
2. Use dry brush techniques (wash, blend, scratch) to fill in positive space
3. Use dry brush techniques (wash, blend scratch) to fill in negative space

Artist Examples

Student Examples